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Feeding Our
Profession
by gerald t. heydt and vijay vittal
38
IEEE power & energy magazine
ISSN 1540-7977/03/$17.00©2003 IEEE
january/february 2003
P
POWER ENGINEERING EDUCATION FEEDS THE POWER ENGINEERING PROFESSION.
If the profession is to continue to be a vital part of electrical engineering, something must be done
about the educational stem. In some sense, power education is at a crossroads, and there is a need
to take a positive growth path by moving the most pressing and difficult problems in power engineering to a viable high-tech power program. Such an educational program must center on systems, new materials, applications of advanced mathematics and physics, and the integration of
economic principles. One potential avenue is to appeal to national governments worldwide to
support power engineering research through university-based centers.
A recent upsurge in student interest at the undergraduate level and the importance and complexity of typical power engineering problems are indicative of positive growth in the field; however, vigilance and increased industry participation in all educational sectors are needed to ensure
vitality of the field. This article leads off continuing coverage of power engineering education in
future issues of IEEE Power & Energy Magazine.
Stalled at the Crossroads?
Power engineering is one of the oldest branches of electrical engineering. The status of education
in this field has seen golden days and less golden days. With the advent of deregulation and the
cresting of interest in information technologies, communication systems, and solid-state electronics, power has taken a less prominent role in many electrical engineering curricula worldwide. In the minds of many educators, power is akin to large-scale system theory, and it falls in
an area more closely related to automatic control. But power engineers generally feel that the discipline is sufficiently distinct to stand on its own. Unlike other branches of electrical engineering,
power has less support from a deregulated “lean” industry. This has translated in the past to weak
student enrollments and questions on the viability of power educational programs at many universities. It appears that the field is stalled at a crossroads: whether to coalesce with other systems-related fields or to strike out on innovative new grounds of energy and environment.
In general, enrollment in engineering educational programs is a function of the demographic
population levels, the state of national and international economies, industry needs and hiring
rates, and intangibles such as interest levels of students and contemporary publicized breakthroughs in science and engineering. To some degree, engineering trends in North America seem
to be a harbinger of conditions worldwide. Undergraduate engineering enrollments in the United
States reached an all-time high of about 460,000 in 1983, after which a steady decline in enrollments occurred. Worldwide figures are more dramatic, with reductions in engineering enrollments and increases in soft sciences and business. The increases and decreases in enrollments in
North America were felt across
all disciplines of engineering,
with electrical engineering (EE)
seeming to be a trendsetter in
that the EE undergraduate
enrollment peak occurred before
the engineering-wide peak. The
engineering-wide undergraduate
enrollments reached a low in
1998 in North America; the EE
low occurred in 1996, again setting the trend about two years
early. The recovery of engineering enrollments in general and
EE enrollments in particular
have been slow. In an October
1999 Engineering Times article,
What is the current
status of power
engineering education,
and which future trends
will lead to a positive
growth path?
january/february 2003
IEEE power & energy magazine
39
It appears that the field is stalled at a crossroads: whether to
coalesce with other systems-related fields or to strike out on
innovative new grounds of energy and environment.
2000
Projected
Degrees Conferred
Students (%)
10.5%
7.0%
1500
1000
500
5.9%
1978
1992
2001
Year
0
1960
1980
2000
2020
Year
40
figure 1. approximate percentage of undergraduate electrical engineering students committed to electric power in
the United States.
figure 2. undergraduate degrees in electric power engineering conferred annually in the United States.
Dean Eleanor Baum remarked favorably on the 4.4% increase
in 1999 U.S. engineering enrollments, but she noted that the
increases were mainly in the area of computer engineering.
Under-represented groups (e.g., women and minorities) did
not show a commensurate percentage increase. Baum warned
that the slow recovery and the sparse data are not sufficient to
pronounce an end to the weakness of enrollment in engineering educational programs. An added element to the continued
frailty of engineering enrollment is the science and mathematics preparation of high school students. In spite of data showing some improvement in the science and mathematics
preparation of high school students, engineering educators
observe a marked lack of guidance by high school counselors
in advising students to take the right combination of mathematics, physics, and chemistry in order to pursue a degree in
engineering. Engineering freshman are often faced with the
daunting task of having to complete several remedial mathematics and science courses before they get into the beginning
engineering courses. The competition in these courses is tough
and can demoralize students.
The situation in power engineering is more fuzzy since
reliable statistics in this subarea of EE are not as well documented. The statistics are fuzzy partly because there is no universal definition of a submajor of electrical engineering
undergraduate students. The undergraduate students themselves are often unsure of their areas of interest, but it is clear
from informal discussions with EE professors that power continues to capture a lower and lower percentage of undergrad-
uate students. In the 1970s, power represented between 10 and
15% of undergraduate electrical engineering enrollments in
the United States, with international figures being higher,
especially in Asia. Recent (2002) estimates are that from 5 to
7% of all EEs in the United States are in the power subarea at
universities and colleges that offer power electives. Figures 1
and 2 illustrate the point for U.S. data. In India and China,
some EE programs are more traditional, and the power area
enrollments are higher; but, educators in China and India also
lament the erosion of power enrollments.
At the graduate level, the picture is somewhat different,
mainly because of the high percentage of international students
entering North American and European educational programs.
In North America, the role of research at the graduate level in
power has been stable, and this has had a stabilizing effect on
graduate (particularly doctoral) enrollments. In the United
States, graduate enrollments in EE have been on a slow
increase since 1998, with the majority of the increases coming
from international students. Figures 3 and 4 illustrate the data
for the power subarea in the United States, with 50 to 75% of
students coming from abroad. Again, the statistics for power
are sparse and mostly undocumented; however, international
students form the backbone of graduate programs in power in
Canada, the United States, Australia, New Zealand, and Western Europe, with 60 to 85% of enrollments. Students come
mainly from Asia, but some North American programs have
diverse representation from Europe, Africa, and Latin America.
The graduate programs of some Latin American countries have
IEEE power & energy magazine
january/february 2003
january/february 2003
200
Degrees Conferred
M.S.
150
100
50
Ph.D.
0
1970
1980
1990
2000
2010
Year
figure 3. graduate degrees in electric power engineering
conferred annually in the United States.
100
80
Ph.D.
Students (%)
remained fairly strong as industry infrastructure demands have
been on the rise. In Mexico, economic growth and deregulation
have helped the power industry, and many regional Mexican
universities have excellent and well-attended graduate programs. Universities that have relatively large power programs
(often more than five professors in the power subarea) have
held their own in retaining power graduate enrollments, but
real growth in enrollments among these programs is rare.
Some of the information presented above is dated; however, this is the most recent data available in print. The authors
have conducted an informal survey among colleagues at other
universities and have noted the following. Over the past year,
many universities that have a viable power program have seen
significant increases in undergraduate enrollment in senior
elective courses. At three large North American engineering
schools, the increase in power engineering enrollments at the
bachelor’s level has been in the 30 to 50% range. This can be
attributed to positive guidance from electric power utilities
regarding the need for engineering manpower and, to some
extent, the collapse of the job market in information technology (IT) and communications sectors. At schools that traditionally have had strong power programs, the graduate
enrollment at both the master’s and doctorate levels has
remained steady. There are some particularly bright spots in
the graduate picture.
✔ Several universities have active power affiliate programs in which industry (mainly local) participates
with the university to support graduate and undergraduate students. Industry-relevant topics are brought to the
campus, and some hiring program is in effect. Some
affiliate programs are quite old, having started with
modern staffing and funding in the 1950s and 1960s. At
Iowa State University, for example, an industry-funded
program formed the base of the power program for at
least 35 years. Contemporary affiliate programs often
have some government funding. As an example, the
Centre for Applied Power Electronics at University of
Toronto, Canada, has some industry support, but the
base support is from Canada’s National Science and
Engineering Research Council. The Power Systems
National Key Laboratory at Tsinghua University,
China, is fully supported by the government. In Europe,
solid industrial support is often used as a base of power
programs. For example, the Electric Power Systems
Group at the Royal Institute of Technology in Stockholm, Sweden, is supported by several European multinational companies. Strong national industries often
keep power alive at centers of excellence in Europe.
✔ Some power engineering educational programs have
evolved on a larger scale, including multinational connections. An example is the National Electric Energy
Testing, Research, and Applications Center (NEETRAC) at the Georgia Institute of Technology. The
basic mission of such programs is to utilize the expertise of universities to provide a venue for precompetitive
60
40
M.S.
20
Ph.D
0
1970
1980
1990
2000
Year
figure 4. percentage of international students enrolled in
electric power engineering graduate programs in the United
States.
✔
✔
research and development. In the case of NEETRAC,
strong European connections have been used in both
power education as well as power engineering research.
In high-growth South American countries, there is an adequate level of industrial and governmental support despite
apparently weak economies. Deregulation in Brazil and
Chile seems to have had less of an impact on power education enrollments than in North America. It is possible
that deregulation in these countries is proceeding at a
slower pace or in different forms than in the United States,
and cuts in engineering talent are correspondingly less.
The Electric Power Research Institute (EPRI) continues
to support research, part of which is research at U.S.
universities, including a program known as “Tailored
Collaboration,” in which some EPRI sponsor funds are
earmarked for research. Some of these funds form an
IEEE power & energy magazine
41
important part of university research budgets in power.
In the United States, a National Science Foundation
(NSF) program for power engineering continues to support university research in power. This program impacts
not only U.S. programs but also international students
who populate the programs. The NSF program has a
US$3 million annual budget, but competition for the
funds is high. At NSF itself, there is persistent competition for these funds, and, without “success nuggets” in
the educational and research arenas, the budget is subject to erosion.
✔ An NSF Industry University Cooperative Research
Center (IUCRC) program supports one power engineering center, the Power Systems Engineering
Research Center (PSerc), that has a total budget in the
range of US$2 million per year. The program has an
international component. The NSF IUCRC program
brings a mutually beneficial industry/university marriage that has worked out the details of intellectual
property agreements, bringing meaningful industry
problems to the university, interaction between graduate students, professors, and industry participants
involved in research projects, and formalized communication channels between the university and the power
industry. As an example, PSerc brings 13 member universities and about 40 industrial sponsors together at
four annual meetings, Internet-based seminars and
meetings, short courses, and an extensive Web-based
information-transfer mechanism.
The issue of the percentage of local students in undergraduate and graduate programs in the Western countries is somewhat of a sociological/political issue. Engineering students
from developing countries often do not return to their home
country upon graduating. The population of international students in power engineering educational programs has both
positive and negative aspects including the following issues.
✔ If international students did not enroll in power programs, the programs could die.
✔ Many international students come to Western countries
with substantial academic credentials.
✔ The whole idea of educating internationals is that they
would return to their developing country with a positive
effect on that country. However, most international students remain in the host country, which is know as the
“brain drain” syndrome. In engineering, about 30% of
educators are from Asia and have been educated in the
West. It is important to note that in the two largest Asian
countries, China and India, only a small percentage of
the engineering graduates go to other countries to pursue advanced degrees.
There is one factor that is generally agreed upon by all: it
is not a healthy sign that local students are not effectively
attracted to power engineering. A number of factors contribute
to this critical issue. In North America, the enrollment into
various subareas of electrical engineering depend on the suc✔
42
IEEE power & energy magazine
cess of prior graduating classes in finding employment. The
restructuring in the electric utility industry and the constant
reorganization in many utilities has seriously affected the hiring of new engineers. This has had a significant impact on
power engineering enrollment. To some extent, the media in
North America also publicizes more recent breakthroughs in
technology and tends to pay little attention to critical national
infrastructure components unless a major disaster (like a
blackout, outage, earthquake, or tornado) occurs. The media
coverage plays a role in directing the impressionable young
engineering freshman or sophomore into the subareas that are
in the media glare.
In recent years, another significant development is the role
of engineering internships for sophomores and juniors. Many
high technology industries pursue these students quite aggressively and provide them very technically challenging and exciting internships. When these students return to school, they tend
to take electives closely related to their internship experience,
with the aim of pursuing employment in the industry in which
they had the internship. Traditionally, the electric utility industry has not actively involved student interns. It is a recent trend
among some utilities to aggressively pursue students. This is a
positive trend and will definitely result in increasing student
interest in the area of power engineering.
Many companies in the high-tech industries (such as communications, computers, and VLSI) tend to support graduate
programs in their respective disciplines. These companies put
greater emphasis on the well-trained engineer as the finished
product and less emphasis on this kind of support, resulting in
innovations and intellectual properties for the companies. In
many instances, high-tech companies make a conscientious
decision to support a selected set of schools and aim their
recruiting of graduate students at these select schools. This
kind of support is conspicuously absent in the electric utility
industry. A large segment of the power industry expresses disinterest in hiring graduate students and does not see a strong
need to support graduate programs in power with an eye
towards supporting the intellectual capital that it generates. In
many major universities in North America, a strong graduate
program essentially drives the undergraduate program. University administrators would be unwilling to support educational programs that do not have strong research exposure and
industry interaction. The industry-support issue makes it
imperative for the electric utility industry to change gears and
reevaluate their position.
Power Engineering Curriculum
Power engineering curricula have enjoyed upgrading and revitalizing in the last ten years. Much of the impetus comes from
the proliferation of worldwide information on the Web and the
pressure to integrate computers into nearly all phases of engineering programs. Research in the power subarea also has
impacted power education at all levels. If the most important
need is for the undergraduate student who knows power engineering in the classical sense, then it does not take a research
january/february 2003
We must move the most pressing and difficult problems
in power engineering to a viable high-tech program that centers
on systems, new materials, applied mathematics and physics,
and integrated economic principles.
institution to produce graduates. A good analogy relates to
analog circuit design; no one argues that it is not needed or
that it is not a legitimate EE topic. Analog circuit design is
taught in every undergraduate curriculum, but there are few
research programs in the field. Is this what classical power
engineering is evolving to? An engineer at a multinational
computer company, upon seeing one of the first microchips,
reportedly said “But what is it good for?” Power engineers
need to have the level of competency in the field to “know
what high technology is good for,” to break from outdated
methods to solve pressing problems. Further, we need the
engineers to produce these innovative solutions, and we need
educators to produce engineers with the desired high level of
competency. The curriculum probably needs to contain subjects such as optimization, communications, economics, software engineering, data structures and databases, and
networks. And power needs to span all power and energy
related branches of engineering, including the automotive,
aeronautical, and construction sectors. Somehow the true
long-term needs of the broad power industry must be identified, and the needs should be identified from the right people.
Intriguing alternatives in the power curriculum beg the
question of the proper role of mechanical and industrial engineering. It may be that the systems-oriented sector of power
education will migrate out of EE into areas that focus on systems solutions. Alternatives such as this may be elements in
what it will take for a power program to survive in the university environment. It is important to note that power electronics, often viewed as a branch of circuit theory, may credibly be
viewed as part of power engineering. This conclusion is
reached by noting that many of the concepts of ac circuits are
attendant to power electronics. Surely, power utilization, a key
part of power electronics, is power engineering. The undergraduate student appears to gravitate to power electronics
because it is real (one can visualize kilowatt-level controls),
and the hands-on nature of laboratory experiences in the area
is attractive. What appears to be missing from this revelation
is the support of power engineering programs at a high level
by the power electronics and power utilization industries. Perhaps the educators themselves have not made the connection
between power electronics and power engineering. Automotive and aeronautical electronics appear to be fertile areas for
student interest. In the experience of many educators, student
interest seems to improve when power electronics topics
replace transmission line design, for example.
january/february 2003
The IEEE Power Engineering Society (PES) has taken a
particularly positive stance on education. This is evidenced by
financial support for students to attend PES meetings, affording the infrastructure for continuing education in the form of
tutorials, preparation of materials such as digital videos and
Web sites that help secondary school students evaluate power
as a career alternative, and award recognition for student
excellence in power engineering. Many of these activities for
both education and educators reside in the IEEE PES Power
Engineering Education Committee (PEEC).
Supply and Demand
The issue of how many new power engineers are needed each
year relates to how “power engineer” is defined by the industry and what knowledge and skills are valued in the job market. The power engineering profession is not static, and new
needs in power electronics, new generation sources, digital
instrumentation and control, and environmental engineering
should be included in the count. The traditional vertically integrated utility company still utilizes engineers, but many new
graduates are making careers in less traditional environments.
In fact, the majority of new graduates are moving into architectural engineering firms and the service/manufacturing sectors. Deregulation has brought trends in turnkey engineering
services that lie outside the traditional electric utility company, and these trends have engineering demands. Two distinct
phenomena have appeared that have potentially damaging
consequences on power engineering as a whole:
✔ Some operating utility companies now do relatively little engineering, and the engineering that they do is driven by pressing needs and is outsourced. This
environment does not foster professionalism to the
same degree that the traditional vertically integrated
environment had.
✔ Power may not be well portrayed in the undergraduate
EE programs, and local students are not conversant with
the challenges of the field. As a result, few enter the
field as a career choice.
There have been encouraging signs of selectivity in hiring
B.S. level students in the power industry. Hiring B.S. and M.S.
level students in power electronics has been strong in the last
five years. Software firms have consistently hired power engineering majors at all levels for the last 20 years. In 2001 and
2002, undergraduate students in power have often graduated
with multiple offers from a wide range of players in the elecIEEE power & energy magazine
43
Enrollment in engineering educational programs is a function
of the demographic population levels, the state of economies,
industry needs, industry hiring rates, and some intangibles.
tricity business. This includes generation companies, transmission companies, power traders, independent system operators
(ISOs), independent power producers (IPPs), consulting companies, and large processing and manufacturing companies that
have extensive electrical facilities. This optimistic trend is a
primary reason for some programs seeing increased enrollment
in power engineering electives. In order to sustain the increased
interest, the hiring trend should be sustainable and support
from the industry at large should be forthcoming. How many
power engineers are needed is a matter for conjecture; it seems,
however, that the roughly 550 B.S. level engineers and 200
M.S. level engineers in North America could well be doubled
with a positive effect on employee recruitment. How the 600 to
1,000 additional students could be educated and where they
would come from is problematic; with about 20 large power
programs in North America, the number of B.S. and M.S. new
hires needed would require a doubling of enrollments.
Faculty Careers
The present age profile of power engineering educators is
decidedly skewed to later points in the educators’ careers.
Because university hiring in the 1980s and 1990s was weak,
there appears to be a discernable gap in ages among power
engineering educators. That is, the leaders of the near-term
future seem to be in short supply. That perception may be
deepening as one moves toward the 2010 timeframe. The conclusion is that new doctoral students who are capable of teaching and who want to teach are needed now. Interestingly,
many of the same problems occur in the subarea of automatic
control. Perhaps students might be encouraged to pursue a
major in power and a minor in control (or another underenrolled subarea). As hiring programs are not too robust, the
dual expertise could be advantageous. Faculty careers are
impacted by many seemingly uncontrollable forces, such as
research funding, popular interest/political correctness, and
trends in academics. Most reputable universities place emphasis on academic merits, with practical application potential
also being a driving factor. Academic merit is often measured
by technical works and research quality. Application orientation might be measured by industry support. Overlying the
academics is education; the faculty member must be able to
balance research, education, and service and keep the students
pleased with their education. In power engineering, the faculty member must face criticisms that power is not at the forefront of engineering, and the faculty member must justify
her/his existence in the face of declining enrollment. The
power subarea seems to be its worst critic, and this too can
44
IEEE power & energy magazine
negatively impact faulty careers.
In 2002, entry-level faculty openings in power have been
mainly in developing countries and outside North America.
Research needs have kept faculty openings for experienced
persons in clear demand. In 2001, William Kersting wrote an
insightful editorial in IEEE Power Engineering Review, asking
who was expected to fill the role of educator in the area of
power engineering in the next generation. The thrust of the article posed the question of, in view of the importance of the
power engineering infrastructure and in view of the eroded
enrollments in power engineering educational programs
nationwide, who will carry on the next generation of power
engineering education. The scenario painted is one of reduction in the number of electric power educational programs
worldwide and the decrease of power engineering faculties.
Subsequently, who will fill the role of the next generation of
power engineers practicing in industry? This question and the
severity of the erosion are explored herein. Some position
statements are made to address identified problems. The inputs
of several experts in the field of power engineering in general
and power engineering education in particular are included.
With the pressures of deregulation and cuts in education
expenditures, power engineering education seems to be hard
hit, and there is no clear end in sight. In an October 2000 IEEE
Spectrum article, B.H. Chowdhury lamented the shortage of
new power engineers, but an innovative and effective solution
seems to be elusive. Power engineering seems to have been at
a crossroads for about 15 years. With reference to a famous
quote from Yogi Berra, “when you come to a fork in the road,
take it.” What appears to be lacking is exactly that: we are at a
crossroads, but there does not seem to be the courage or foresight to evaluate the alternatives nor the energy to pursue the
proper course.
Evaluation of Alternatives
The evolution or devolution of power engineering education
and concomitantly power engineering as a profession is under
the control of engineers, educators, and government. It seems
prudent to take a position of control of the field to ensure that:
✔ power education survives
✔ reliability and performance of systems is held to accepted and desired levels
✔ advanced concepts are brought to bear on difficult problems in an appropriate fashion
✔ engineering talent moves onto future technological
fields as those fields become needed and feasible.
Some potential alternatives are as follows.
january/february 2003
Limited Number of Power Programs
(or Evolution of the Status Quo)
About 30 years ago, L. Dwon made a presentation at a PES
Summer Meeting that suggested managing an eroding technology by limiting the number of educational programs. This
seems to be the way present power engineering is evolving,
with the number of credible power engineering educational
programs down sharply in the last 30 years, perhaps to fewer
than 20 in North America and 75 worldwide. The infrastructure for this alternative is already in place. It has been argued
that competing relatively small programs promotes natural
selectivity of competition, allowing the viable programs to
survive. However, as research and educational funds decrease
in power engineering, dividing those funds further does not
seem to be productive. Educators in this plan are increasingly
pressed to leverage funds to keep programs alive, and, sooner
or later, over-leveraged budgets can collapse. This strategy is
not a positive strategy of growth; it is a strategy of managing
cutbacks.
Promoting National Strategies
in Power Engineering
This alternative is somewhat the reverse of limiting the number of programs. In this strategy, national needs in energy and
power are identified in the nations of the world, and a critical
mass of support for priorities is solidified. Perhaps this could
be done on a national basis or even across groups of nations
such as the European Union, Latin America, or North America. As rational national plans in electric power are developed,
the engineering needed to attain the plan is put into place. This
strategy, while difficult and risky with regard to potential for
success, is a positive strategy of growth and a strategy that will
allow for the replacement of the classics of power engineering
of the past 100 years with what will be the classics of the next
century. It seems that industry must take a strongly supportive
role in this alternative. Government support is often directed
to where it will be leveraged most, and industry support must
form the basis of this leverage. The role of industry input in
education should not be overlooked; Benjamin Franklin
reportedly said “Tell me and I forget, teach me and I may
remember, but involve me and I learn.” Real engineering
brought to the classroom is one of the most effective pedagogical tools available.
Movement into System Theory and Away from
Mainstream Electrical Engineering
In this strategy, power engineering education and perhaps the
entire field of power engineering as a practice, which has had
a progressively difficult time in mainstream EE, might migrate
into a systems-oriented field. That is, a controlled movement
of researchers, engineers, and educators might elect to find
their careers in systems engineering. This is already happening; in many cases, considerable engineering talent exists in
the systems engineering (e.g., industrial engineering, operations research) field. This strategy is a compromise between
january/february 2003
the philosophies of the other two strategies.
The following are some points to note.
✔ The role of industries that are not traditional electric
power industries (e.g., automotive, aeronautical, ISOs
and other quasigovernmental sectors, and power electronics manufacturers) needs to be identified.
✔ The consequences of the migration of power engineering to technology and engineers to technicians need to
be evaluated. If the most complex problems of power
engineering (e.g., control, replacement of equipment by
the next generation of hardware, attaining the kind of
high level reliability and low level of vulnerability) go
unsolved, what are the implications to productivity, the
economy, and society as a whole?
Acknowledgments
R.J. Thomas is acknowledged for his useful remarks on innovative solutions to power education problems. Peter W. Sauer
is acknowledged for recent data on student enrollments and
enthusiasm for the growth of power engineering education.
Further Reading
W.H. Kersting, “Education/industry relations and power
engineering’s impact on everyday life,” IEEE Power Eng.
Rev., vol. 21, pp. 42-43, Dec. 2001.
B.H. Chowdhury, “Power education at the crossroads,”
IEEE Spectr., vol. 37, no. 10, pp. 64-69, Oct. 2000.
“Engineering enrollment rebounds,” Engineering Times,
Oct. 1999 [Online]. Available: www.nspe.org.
L. Burton and J. Wang, “How much does the U.S. rely on
immigrant engineers?” NSF, Rep. 99-327, Washington DC,
Feb. 1999.
“Review of electric power engineering education worldwide,” panel session, in Proc. 1999 IEEE PES Summer Meeting, Jul. 1999.
R.J. Thomas, “Guest editorial: Effects of restructuring on
university electric power system R&D,” IEEE Comput. Appl.
Power, vol. 10, pp. 12-14, Oct. 1997.
Biographies
Gerald T. Heydt received a B.E. degree in electrical engineering from Cooper Union, and M.S. and Ph.D. degrees in
electrical engineering from Purdue. He is the site director of
the Power Engineering Research Center (PSerc) at Arizona
State University in Tempe, Arizona. He is a Regents’ Professor of Electrical Engineering and a member of the National
Academy of Engineering.
Vijay Vittal is the Harpole Professor in the Electrical and
Computer Engineering Department at Iowa State University.
He is the recipient of the 1985 Presidential Young Investigator
Award and the 2000 IEEE PES Outstanding Power Engineering Educator Award. He received a B.E. degree in electrical
engineering from Bangalore, India, M.Tech. degree from the
Indian Institute of Technology, Kanpur, India, and Ph.D.
degree from Iowa State University.
IEEE power & energy magazine
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